An exploration of teacher's use of iPads for students with learning support needs          下载免费PDF全文

Dianne Chambers  Phyllis Jones  Donna McGhie‐Richmond  Michael Riley  Sarah May‐Poole  Ann Marie Orlando  Orhan Simsek  Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.  相似文献   

‘Make money,get money’: how two autonomous schools have commercialised their services     

Jessica Holloway  Amanda Keddie 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):889-901

ABSTRACT

Using the stories of two autonomous public schools in Australia, this paper demonstrates how commercialisation can simultaneously position schools as both consumer and for-profit producer. Drawing on Foucault's articulation of discourse as that which constitutes and makes available what is possible to be said, done and imagined, the paper illustrates how the current marketised articulation of education is allowing for new possibilities of commercialisation in schools. Together these stories demonstrate that there are creative ways that these schools have embraced their autonomy, while relying on market solutions to acquire the resources they deem necessary for their students and their communities. However, it also shows how these resources and the attainment for them are inextricably constituted by the market orientation of education more broadly and how this presents potential dangers for what schools may be and become as a result.  相似文献   

Different teacher-level effectiveness estimates,different results: inter-model concordance across six generalized value-added models (VAMs)     

Edward Sloat  Audrey Amrein-Beardsley  Jessica Holloway 《Educational Assessment, Evaluation and Accountability》2018,30(4):367-397

In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states.  相似文献   

The attuned representation model for the primary prevention of eating disorders: An overview for school psychologists     

Catherine Cook‐Cottone 《Psychology in the schools》2006,43(2):223-230

The Attuned Representation Model of eating‐disorder etiology and symptom maintenance is a comprehensive model that can effectively guide prevention and treatment efforts by addressing individual, cultural, and interactive issues. The model integrates the risk factors related to the onset of eating‐disordered behaviors (i.e., biological, psychological, and social) as well as addresses ongoing systemic discordance that plays a significant role in the risk, etiology, and maintenance of eating disorders. To clarify the structure of the model, it is explicated in terms of its fit with the current state of empirical etiological research. After the model is detailed, it is described within the context of the role of the school psychologist in the prevention of eating disorders. Finally, implications for future research are briefly described. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 223–230, 2006.  相似文献   

Post-secondary Science Students’ Explanations of <Emphasis Type="Italic">Randomness</Emphasis> and <Emphasis Type="Italic">Variation</Emphasis> and Implications for Science Learning     

Rebekka Darner Gougis  Janet F. Stomberg  Alicia T. O’Hare  Catherine M. O’Reilly  Nicholas E. Bader  Thomas Meixner  Cayelan C. Carey 《International Journal of Science and Mathematics Education》2017,15(6):1039-1056

The concepts of randomness and variation are pervasive in science. The purpose of this study was to document how post-secondary life science students explain randomness and variation, infer relationships between their explanations, and ability to describe and identify appropriate and inappropriate variation, and determine if students can identify sources of variation. An instrument designed to test statistical concepts was administered to 282 college students from three universities, ranging from introductory non-science majors to science graduate students. Students readily distinguished between causes of variation. A naïve no-pattern concept of randomness persisted from first-year non-science majors to senior-level science majors, contributing to incorrect responses on the variation instrument. Students’ expressions of randomness were better predictors of performance on the variation instrument than their expressions of variation. It is argued that inclusion of everyday language uses of randomness in instruction can bridge the gap between vernacular and scientific uses of this term.  相似文献   

Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game     

Catherine C. Chase  Laura J. Malkiewich  Alison Lee  Stefan Slater  Ahram Choi  Chenmu Xing 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):57-74

It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self-efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high-quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self-efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge-seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings.  相似文献   

Autonomy at mealtime: Building healthy food preferences and eating behaviors in young children     

Catherine Mogharreban Ph.D.  Marcia Nahikian-Nelms 《Early Childhood Education Journal》1996,24(1):29-32

This article discusses family-style meal service as a means to building autonomy and healthy eating behaviors in young children. The authors discuss the development of food preferences, age-related developmental responses to food, and the importance of socially mediated exposure to food as a way to increased food acceptance. Guidelines for implementing family-style mealtimes in child care settings are outlined. To think, “On a typical day in 1992, 1.9 million children ate at least one of their meals in a child care center or family day care home”. (Briley, Roberts-Gray, & Simpson, 1994).  相似文献   

Beyond the Tyranny of the Real: Revisiting Burke's Pentad as Research Method for Professional Communication     

Catherine Fox 《Technical Communication Quarterly》2002,11(4):365-388

This article answers Carl Hemdl's call for furthering critical approaches to research in professional communication by forwarding Kenneth Burke's concepts of symbolic action, dramatism, and the pentad. This article illustrates, through an analysis of data gathered in a case study of technical writers, how Burke provides us with tools that can produce more varied terministic screens for how critical researchers conceptualize, interpret, and analyze workplace communication.  相似文献   

Score Gains, Attitudes, and Behavior Changes Due to Answer-Changing Instruction     

Catherine P. Prinsell  Philip H. Ramsey  Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337

Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale.  相似文献   

Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity     

David L. Lee  Phillip J. Belfiore  Mary Catherine Scheeler  Youjia Hua  Rachel Smith 《Psychology in the schools》2004,41(7):789-801

The use of high‐probability (high‐p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004.  相似文献